دور الأنشطة الاتصالية بمؤسسات و جمعيات رعاية ذوي الاحتياجات الخاصة المصرية في تثقيف الأطفال الصم و المكفوفين

Abstract EN

The aim of the research was to identify the role of communication activities in institutions and associations of special needs in educating deaf and blind children.

This was done according to a descriptive methodology.

The concept of educating the deaf and blind children was described, monitoring the communication activities established by the institutions and societies, The role of institutions in the care of deaf and blind children The survey methodology was adopted for a sample of (300) deaf and blind children who regularly attend the communication activities organized by Resala, the Egyptian Association for Deaf and Hearing Impaired Care, Egyptian maKovovin Cairo Governorate, The sample was divided into 200 deaf and blind children (regular group), 100 deaf and blind (new and irregular) (2016), and the information needed to search for Through the form of a scientific note, and a measure of education prepared by the researcher in accordance with previous scientific efforts and in accordance with the opinions and guidance of the specialists in the fields of media and children's culture and private education, and the scale was applied to the two groups, and reached the following results: 1 .

There is a statistically significant difference between the average score of deaf children attending activities and children who are not on the education scale.

2 .

There is a statistically significant correlation between the level of proficiency of deaf children and the sign language and their mean scores on the education scale.

3 .

There is a statistically significant difference between the average scores of blind children attending activities and children who are not on the education scale.

4 .

There is a statistically significant correlation between the level of proficiency of blind children of Braille and their mean scores on the education scale.

5 .

There is a statistically significant difference between the average scores of deaf and blind children on the education scale A.

Educating deaf and blind children.

b.

Communication activities.

C.

Welfare institutions and associations.

D.

Care for deaf and blind children